Learning in a mediated online environment

Abstract

Abstract: The research described here uses three interconnected studies, which investigated students' use of e-mail discussion lists. The contributions from the study have both procedural and conceptual dimensions. The procedural contributions identify and illuminate sets of pedagogic practices that are presented as a means by which online learning environments might be improved. Conceptual contributions are those that have been identified as elaborating the kinds of interactions and activities that are likely to either secure or frustrate learning. A number of current beliefs were also confirmed. The findings have implications for teaching and learning through pedagogic practices that underpin online learning arrangements.